Ideologias linguísticas e negociações de identidade em narrativas autobiográficas de docentes descendentes poloneses em uma escola do interior paranaense

Abstract

In this research, I tried to investigate how teachers of a school in the interior of Paraná are positioned in relation to the Polish and Brazilian languages and cultures, understanding that these positions were built along their personal trajectories. I analyzed the identity negotiations in autobiographical narratives in which these teachers resume their trajectories and trajectories of the community in which they are inserted. Through this research, I reflected and discussed with the teachers, the various conceptions of language and identity negotiations that were built along their trajectories in view of the multilingual context in which they find themselves. This is a research developed in the field of Applied Linguistics, which seeks to study the language in use (Moita Lopes, 2006) and, methodologically, is characterized as qualitative. Therefore, in a transdisciplinary position, the discussion is anchored in the dialogue between the following theoretical and methodological perspectives: dialogical analysis of discourse, based on Bakhtin's Circle (1981); identity negotiations, based on Pavlenko and Blacklege (2004), Hall (2011) and Bauman (2004); culture, based on Garcia Canclini (2015) and Bhabha (2014); linguistic ideologies, from Woolard and Schieffilin (1994); and autobiographical narratives, based on Alexandra Georgakopoulou (2014). The community of practice in which I conducted this research is composed of teachers descended from migrants in a municipal school in the interior of Paraná. It is important to note that I, as a researcher, am a native of this locality, reside in it and have a close relationship with the school and the community where I’ve developed the research, and the project was drawn from my own experience. I point out that the narratives are constituted by dialogical relations and negotiations of linguistic and cultural identities, as well as negotiations between Portuguese and Polish languages and between Brazilian and Polish cultures. These languages and cultures act as articulators of hybridization processes. I observed that in autobiographical discourses, the social voices that teachers mainly mobilize in autobiographies are from family, school, and religion. I also observed that language, food, religion and vestment appear as elements of ethnic belonging of the participants of this research. Perhaps even unconsciously, unbeknownst to it, the social conception of language prevails and the hegemonic conception of Portuguese is also strongly perceived in the voices of all participants in this research, and it has indeed been reinforced by the school.